Special Education Teacher Consultant: Idealism versus Realism

Abstract

The role of teacher consultant has become a topic of increasing concern. This article looks at consultation genencclly and as it pertains to special education. A review of the professional literature investigated the topics of teacher consultant roles. cross-categorical services, approval criteria, and caseloads. The position of teacher consultant as it is being implemented may be untenable. The need exists for consultation services, but there is a critical lack of role definition at both state and local levels and a dearth of professional preparation in consultation skills.

Special Educator Predictions of Regular Class Teacher Attitudes Concerning Mainstreaming

“…As a result, there has been an increase in preservice and inservice education programs designed to develop consultation skills of special educators (Curtis &Anderson, 1976;Egloff & Lederer, 1980;Fleming & Fleming, 1983;Haight, 1984;Salend & Salend, 1984). These programs typically emphasize development of communication and problem-solving skills.…”

Content of Special Education Teacher Preparation

“…This study appears to indicate that too little emphasis is given to indirect teaching skills-collaboration and consultation-at both the undergraduate and graduate levels. Today, consultation and support services are viewed as an integral part of the changing role of special educators (Haight, 1984). Accumulated evidence suggests that consultation can contribute significantly to reducing the number of students referred for special services and encourage more effective use of special and general classroom teacher expertise.…”

“…Specifically, with a burgeoning number of exceptional students receiving a portion of their instruction in regular classrooms (Ysseldyke & Algozzine, 1984), attention has focused on redefining the relationship between general and special education (see Stainback & Stainback, 1985;. Understandably, collaboration and consultation currently are recognized as important professional skills (Friend, 1985;Idol, Paolucci-Whitcomb, & Nevin, 1986) as well as a legitimate educational service delivery option (Haight, 1984). In addition, funding priorities for serving handicapped preschoolers and young adults underscore the need to differentiate the content of higher education training programs according to the specific population(s) being served (Bursuck & Epstein, 1986).…”

Resource Consultation Model in Gifted Education to Support Talent Development in Today's Inclusive Schools

“…Gutkin (1986) (Gutkin, Clark, & Ajehenbaum, 1985), and poor communication skills on the part of the consultant (Safran, 1991). After a review of the literature on special education teacher consultants, Haight (1984) concluded that the role is nearly impossible to handle because of insufficient role definition, increased demands on regular classroom teachers, lack of consideration for multiple responsibilities, inadequate support, and lack of professional preparation. In general, the implementation of a consultation program requires a change in teacher attitudes, knowledge, and skills at the classroom level, and a change in philosophy and allocation of (gifted) educational services at the system (i.e., school) level (Piersel & Gutkin, 1983 Consultants for gifted students must also develop support bases, not only within the classroom, but with the school administration and the broader community.…”

“…Traditionally, consultants have not provided direct services to students; but, Meyers, Parsons, and Martin (1979) (Haight, 1984). There are definite problems with teacher resistance to sharing responsibility for students they consider their own (Friend & Bauwens, 1988).…”